Simultaneous Learning of Two Foreign Languages, English and French, in Algerian Third Year Primary Schools

Abstract

The Algerian educational system has recently been modified. More attention is given to teaching foreign languages, mainly English. The position of English has changed from a subject taught in middle schools to a one introduced in primary schools, where French forms part of the curricula. Hence, pupils are required now to learn two foreign languages simultaneously: French and English. The present study aims to find out whether or not this experience is successful so far. To meet this aim, three research questions were set: (1) To which extent is the simultaneous learning of two languages for third year primary school pupils is successful in Algeria? (2) Can third year primary school pupils in Algeria cope with the demands of the situation? (3) Do third year primary school pupils in Algeria face any challenges when acquiring the French and English languages simultaneously? If yes, what are they? An exploratory study was carried out in order to answer these questions. The research method opted for was two online questionnaires that elicited quantitative and qualitative data. Of note, 64 EFL and French third year primary school teachers and 33 caregivers participated in the data collection process. After the analysis of the data, the findings revealed that Algerian third year primary school pupils are able to overcome the challenges of learning two foreign languages simultaneously at this early age. This is according to both the foreign language teachers’ and caregivers’ points of view. Several recommendations and limitations of the study were advanced at the end.